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Cited by 2,049Educational Environments and Student OutcomesSchool Health and Nursing EducationEarly Childhood Education and Development

School Climate: Research, Policy, Practice, and Teacher Education

Cohen, Jonathan, Mccabe, Elizabeth M., Michelli, Nicholas M., Pickeral, Terry·2009·Teachers College Record The Voice of Scholarship in Education
DOI 10.1177/016146810911100108
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Abstract

Background/Context Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person's experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits of, and satisfaction from, learning. Each person contributes to the operations of the school and the care of the physical environment. School climate refers to spheres of school life (e.g. safety, relationships, teaching and learning, the environment) as well as to larger organizational patterns (e.g., from fragmented to cohesive or “shared” vision, healthy or unhealthy, conscious or unrecognized). These definitions were collaboratively developed and agreed upon at a consensus-building meeting of national practice and policy leaders organized in April 2007 by the National Center for Learning and Citizenship, Education Commission of the States, and the Center for Social and Emotional Education. Purpose/Objective/Research Question/Focus of Study This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other. Research Design This article uses several research methods to understand the current state of school climate research, policy, practice, and teacher education: historical analysis, a review of the literature, a national State Department of Education policy scan, and a national survey (N = 40) of building, district, and state educational leaders about school climate measurement and improvement practices. Findings/Results A review of the literature reveals that a growing body of empirical research indicates that positive school climate is associated with and/or predictive of academic achievement, school success, effective violence prevention, students’ healthy development, and teacher retention. There is a glaring gap between these research findings on the one hand, and state departments of education, school climate policy, practice guidelines, and teacher education practice on the other. Conclusions/Recommendations We detail how the gap between school climate research, policy, practice, and teacher education is socially unjust and a violation of children's human rights. We now have research-based guidelines that predictably support positive youth development and student learning. If we do so, we are supporting children, educators, parents, communities, and the foundation for democratic process, but as a country, we are not doing so. Our children deserve better. A series of detailed recommendations are suggested for policy makers, practice leaders, and teacher educators to narrow this gap and support student's healthy development and capacity to learn.

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Crossref · 10.1177/016146810911100108

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102 of 102 references verified0 citation errors · 0 not checkable

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  • School climate is associated with lower levels of absenteeism and improved academic performance and education behaviors.

    “Association between school climate and lower levels of absenteeism and improved academic performance and education behaviors.”

    From Critical connections: health and academics (2015) · cites this paper as [78]

  • Student-teacher relationships influence academic success and behavioral outcomes for students.

    “Student-teacher relationships influence academic success and behavioral outcomes for students.77–79”

    From Critical connections: health and academics (2015) · cites this paper as [78]

  • Reduced aggression and violence, peer victimization, and punitive disciplinary actions are associated with decreased absenteeism and increased academic achievement.

    “which has also been associated with decreased absenteeism and increased academic achievement.78,79”

    From Critical connections: health and academics (2015) · cites this paper as [78]

  • A positive and safe school climate is associated with increased attachment to school.

    “A positive and safe school climate has been shown to be associated with increased attachment to school.77–79”

    From Critical connections: health and academics (2015) · cites this paper as [78]

  • A positive and safe school climate is associated with reduced aggression and violence, peer victimization, and punitive disciplinary actions.

    “a positive and safe school climate is associated with reduced aggression and violence, peer victimization, and punitive disciplinary actions”

    From Critical connections: health and academics (2015) · cites this paper as [78]

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Authors
Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T.
Affiliations
  • City University of New York (US)
  • George Washington University (US)
ORCID
Venue
Teachers College Record The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2009-01
Volume
111
Issue
1
Pages
180-213
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1177/016146810911100108
OpenAlex
W2070111508
Cited by
2,049
References
102
Citations by year
2026: 128 · 2025: 187 · 2024: 141 · 2023: 186 · 2022: 181 · 2021: 189 · 2020: 167 · 2019: 155 · 2018: 145 · 2017: 120 · 2016: 114 · 2015: 121 · 2014: 80 · 2013: 47 · 2012: 40
FWCI
120.83
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
school climate, research-practice gap, education policy, teacher professional development, school improvement strategies, school climate measurement, academic performance, violence prevention, teacher retention, student safety, school leadership, research utilization, children's rights, social justice in education

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